CH-3 TEACHING METHODS
Teaching methods plays
a very important role teaching learning process. A teacher with the help of
teaching provide subject matter to students. Teacher efficiency always depends
upon teaching methods. In this lesson the different teaching methods are given.
3.1 PEER TUTORING
The word “peer’ means
equal in rank, quality or worth. that is the meaning of the word as per Longman
Dictionary of Contemporary English. Thus two or three students belonging to the
same school} Class Say VI are peers. The word Tutoring comes from the word
‘Tuto Which means as per Longman Dictionary ‘A teacher who gives private instruction
to a single pupil oral very small class and who sometimes lives with the family
of his Pupil. Peer tutoring involves one to one instruction. Here we have one
student being taught by another student—who is in the same class but he/she is
a better student.
Here, the students are
taught by their Peers who had been trained and Supervised by class teacher,
They work together for the Purpose of practicing and mastering academic skills
or concept.
So peer tutoring can
work well in Indian Schools Where there is Shortage of teachers. In Universalization
of elementary We face the Problem of teachers by that can be overcome With the
help of peer tutoring.
Peer tutoring can also
be Possible outside in the community. There may be drop outs or those who
failed to attend the School due to reason, teaching them by the School student
after School any course, under the directions and guidance of the School] ours,
of out.
3.1.1 Types of Peer Tutoring
1. Unidirectional peer
tutoring: Unidirectional peer tutoring means that the trained peer tutor
teaches the entire time, and the child with a disability remains the student in
the pair, This method is effective when Working with children with more severe
disabilities such as severe autism, intellectual disability, visual impairment,
or cerebral palsy. The benefits of this option are that the tutor and student
always know their roles, and the peer tutor carries the responsibility
throughout the entire program.
2. Bi-directional, or
reciprocal, peer tutoring: A child with and a child without a disability form a
dyad (pair). Both children take turns at being the tutor while the other serves
as the student. The instructor can have these children switch roles for each
skill, class, week, or unit. This method is most effective with children with
mild disabilities. The main benefit of this approach is that each child has an opportunity
to be the teacher and experience leadership opportunities.
3. Class-wide peer tutoring:
Class-wide peer tutoring involves breaking the entire class into dyads. Each
child participates in reciprocal peer tutoring by providing prompts, error
correction, and. help to their partner .Class-wide peer tutoring is unique
because all children are given task cards to keep them focused on the
objectives of the lesson. The tutor takes the task cards and fills in the
skills that are mastered by the student. This method is most effective with
children with mild disabilities. The main benefit of this approach is that the entire
class is involved in the tutoring activity, so no children are singled out
because of disability.
4. Cross-age peer
tutoring: Cross-age peer tutoring occurs when an older child is chosen to tutor
a younger child. This method works best when the peer tutor is interested in
working with children with disabilities. The cross-aged peer tutor can be
chosen according to willingness, physical skills, and availability. The main
benefit of this approach is that the tutor gains valuable teaching experience
while the student experiences effective individualized instruction and
feedback.
3.1.2 Advantages of Peer Tutoring
Let us try to
understand the advantages of peer tutoring. We know that peer tutoring is
concerned with (i) student who needs tutoring (ii) student who can give guidance/teaching
(1i1) under the guidance of the teacher (iv) in the campus of the school which
is headed by the principal/headmaster and governed by the managing committee
naturally then, all the afore said benefited by the programme peer tutoring.
I. Advantages to the needy Students:
(a) The students who
need tutoring feel encouraged because they are given special consideration by
the school. Their problems in studies are solved.
(b) The students feel
more comfortable while receiving instructions from their fellow students. They
do not feel hesitation, fear or shyness. This allows them to concentrate better
on the learning tasks and helps in improving the academic achievement.
(c) They are able to
discuss the problems easily with the fellow Students and thus their problems at
root levels are solved.
(d) Without facing any
financial constraints, their problems in Studies are remedied.
(¢) While having
guidance from the peer, they develop healthy relationship with them, they
respect that person, try to immitate him/her and excel in Studies like him/her.
2. Advantages to the Students who Come Forward
for Tutoring:
(i) The students who
do the job of tutoring feel lot of confidence. They also feel encouraged.
(ii) They will be able
attain mastery over the subject matter, knowledge and skills in the subject
being taught by them.
(iii) They are able to
get training of teaching and that too, under the guidance of their class
teacher. it Prepares them for their better future.
(Iv) just possible
some of these students may develop interest in teaching and they may adopt
teaching as a profession in their future career.
(v) They are able to
better relations with their teachers
(vi) Peer tutoring is
virtually a sort of social Service-helping the needs in studies it will develop
in the students healthy attitude of doing social service in the
community/society.
3. Advantages to the Teacher/Teachers
(a) Individual
attention is being paid to each and every student. There will be overall improvement
in achievement of both tutor and the tutee and this will effect the results of
the teachers positively.
(b) It will help in
reducing the work load of the teachers as the problems of the students will be
solved by the peers only.
(c) In peer tutoring,
individual attention and personal guidance are available to the week students.
Ultimately, credit for this goes to the class teachers. The reason being
virtually, it; is the teacher who has made all these arrangements.
4. Advantages to the School, Principal and the
Management:
(a) When problems of
the weak students are solved well, results of the school improves. Credit for
this goes to the Principal and the management.
(b) Academic
environment of the school improves and over all impression of the school increases.
All this improves the . image of the school and better future prospects.
3.1.3 Limitations of Peer Tutoring
No doubt, there are
many advantages of Peer Tutoring, but it has some drawbacks too which are
briefly given here below:
1. In each class and
in each subject, there are these days large number of students who need special
care and guidance. Will the schools be able to solve the problem rightly. It is
very much doubtful.
2. Sometimes the tutor
may not turn out to be a good teacher, so the student being taught may not get
effective instructions. :
3. it is time consuming.
The schools and teachers have to spend a lot of time in making the programme
effective. :
4. There may be
resentment from the Parents. They may object their ward being taught by the
fellow student.
5 The success of peer
tutoring depends open mostly on the teacher and the peer tutor. In this age of
materialism when every body is too busy with one thing or the other, it is
difficult to find out tutors who be able to spare time for social service of
this type.
6. It is very
difficult to arrange and manage large number of groups of children who need
guidance. .
7. Shall the schools
be able to give training to the tutors? Perhaps not. I seems to be a
challenging job these days,
8. Many a time it is
seen that there is conflict between the tutor and the learner who needs
guidance. It will result into complete failure of peer tutoring.
In every system which
comes to be called good and effective there are some drawbacks. Those limitations
should be handled carefully and properly at the higher levels say at the
managerial level or the management level. Surely then, the desired goals can be
achieved.
3.1.4 Making Peer Tutoring a Success
Peer Tutoring where
ever carried out need be handled properly. It has to be well planned and
systematic. For this, the following guideline is suggested:
1. The Head of the
school, the Managing Committee and the teaching staff should plan in advance
for this. For this, they can think of the subjects where peer tutoring is
needed,
2. The students who
need help and guidance should be selected on the bases of their performance in
the tests, exams. Or day to day class room teaching-leaning.
3. Those students
should be selected who are really very good subject wise, and can work and are
also willing to work. They may be from the same class or they can also be
selected from the senior class.
4. Group meetings of
the week students should be held under the guidance of the teacher. General
guidance should be given to them so that they are able to learn really.
5. Those who are to be
used for tutoring, they should be given training of teaching. Demonstrations
must be given to them by the teachers.
6. As far as possible,
efforts should be made to make it a social service programme and not money
based teaching-learning, And in case, the school authorities fee} that tutoring
person is financially week and he needs help and also the leaner if he is in a
position to pay, then only it can be done that Way.
7. During the course
of peer tutoring, the teacher in charge will see to the functioning of the
programme from a to z.
8. The leaner and the
person engaged for tutoring should give report to the teacher in charge about
every thing that was done one particular day and every day.
9. Peer tutoring
should not be held every day. It can he done once or twice a week depending
upon it need,
10. It should be
carried out after school hours or before school as per its suitability to the
concerned persons.
3.2 TEAM LEARNING
Learning by the
students in the class and learning by them in the group apparently shows some
difference to everybody. Generally here the class consists of 40 to 50 students
and sometimes it may be up to sixty even. But seemingly group means lesser
number of students.
The group may have 5
or 6 students, sometimes it may have 8 to 10 students, rarely the group
consists of 15 students and only in very rare situations the group has 20 or
round about twenty students. Thus the process of teaching and hence that of
learning in the class and comparatively in the group shows marked difference to
every one may be the student, may be the parents, may be the management or any
other authority. Team Learning and class learning thus stands clearly
differentiated even from the following diagrams.
In the present day
over crowded class room situations, the best remedy is that first of all there
should be class teaching also called choral teaching and thereafter for certain
subjects and also to give the students more practice, Team Learning may be
carried on. In class room learning, We notice that generally it is teacher
oriented work. If | at all, the students participate in the teaching learning
process, it is very limited. Of course, in ‘ne case of special teachers there
is involvement of more students. Comparatively, when group work is in progress,
there is more involvement of students and sometimes in certain situations, there 1s percent ‘evolvement of
the students. | In case of teaching Math’s, the teacher may teach one topic in the
class. Then the students may work in groups and practice for that by solving 4
number of questions. This type of learning of Math’s. By the students in groups
will! be much better. Example of other subject:
Suppose the English
teacher has taught ‘Active and Passive Voice’ to VIII class consisting of 50
students. Then the students can have practice of the same topic in groups. Each
group completes passive voice say 10 sentence. Every student in group can
practice of listening speaking reading writing.
3.2.1 Advantages of team learning
Team learning is an
off shoot of class learning it is supportive to class teaching In no case, team
learning should be allowed detachment
from class work it has the following advantages:
1.
Advantages to the learner
1.
In the
group every student feels relaxed and is ready to learn this is true in the
case of many students who otherwise feel afraid of the teacher.
2.
The
students are able to learn from one another. Surely here there is a sort of
peer tutoring also.
3.
It makes
the average and below average type of students learn they are able to solve
their problems with the help of class mates.
4.
It helps
all the students in shedding off their hesitation, or shyness etc. Gradually
they are able to gain more and more confidence.
5.
Some
students in the different groups are able to get training of leadership.
6.
Some group
leaders may develop love for teaching and may be, one or two or some may adopt
teaching as a profession in their future career.
(II) Advantages for the teachers
Team learning has the
following advantages for the teachers:
1.
Team
learning helps the teachers to have some relaxation. Their otherwise too busy
and tight schedule when they are six periods busy finds some relief.
2.
Through
group work, the teachers are able to do more practice for the learners.
3.
It helps
the teachers solve many problems related to weak and average students of the
class. The teachers is able to see to their problems in the groups and
naturally there better individual attention is possible.
3.2.2
Limitations of team learning
Team learning is no doubt good but it has some
disadvantages also which are breathy given here below:
1 The purpose of team
learning will be defeated if the class teacher is shirk worker such a teacher a
voids teaching and would like to keep the students busy in group work.
2.
There are
some teachers in the school who are always too busy may be due to some
administrative work duty assigned to team or due to their personal daily life
routine work in their hands also group work will fail miserably.
3. Some students who
otherwise are shirk workers or are net Serious about studies, may remain at a
loss in studies, they may also create hurdles in the study programme of the
groups
4. A little freedom
given to the groups by the teacher due to any reason will spoil the whole show
and may fail to yield the desired results.
5. The brilliant and
the outstanding students may find group work as wastage of their time and
energy.
6. There are always
individual differences among the students. Some are able to do more work in
less time and some students are able to do less work in more time. This will create
problems like dissatisfaction.
3.33. INDIVIDUALIZED LEARNING PROGRAM (ILP)
An Individualized
Learning Program is a required step in the process of receiving special
education services. A student’s parents, teachers, and other service providers
meet to come to a consensus about the educational accommodations necessary to
assist the student in meeting the objectives. This group of professionals and
parents are known as the ILP team.
3.3.1 Characteristics/Nature of Individualized
Learning Program (ILP)
1. Special: An
individual education plan can be the medium by which we put the special into
special education. It is, by necessity, about going beyond what is normally available
in the curriculum, and specifies what is particular and special about the provision
that is being offered to an individual student, irrespective of the place where
that provision is delivered.
2. Individualized:
Each individual education plan is tailor made for a particular student. [EPs
produced for children with special needs Should not look the came, and those
produced for children Attends, the some class should net have identical targets
3. Has a shelf life of
one Year (max): The IEP is a nun immediate plan that specifies the leaning and
teaching that will happen In a relatively short time frame. IEPs can be written
for a term of even a week. but the time frames must be realistic.
4. Targets and goals
are specified: The individual educational plan specifies the targets and goals
that a student will achieve within a given time frame. It should be noted that
the term educational is used in its broadest Sense and goals can include social
targets. self-help skills, attendance goals as well as targets for academic learning
and cognitive development.
5. Specifies teaching
methods/supporting Strategies: The individual education plan also specifies how
these targets and goals will be taught in terms of the methods and resources
that will be used to support the learning.
6. Reviewed regularly:
An ILP needs to be monitored and reviewed. not least to gauge whether or not it
is being effective. Systems for doing this can vary widely and there is no
doubt that a key adult needs to take responsibility for co-coordinating
information to ensure that reviewing is effective. In my experience, in the
mainstream context this is an important role for the specialist teacher.
7. Shared with the
student: A really effective ILP is one that the student understands and to
which he or she is Committed. Depending on the student’s level of skill, he or
she can be engaged in the process from the very beginning, from Planning
through to self monitoring and review.
3.3.2 Objectives of Individualized Learning
Program
The objectives of are
as follows:
1.
to solve
the problems and difficulties related to the education of the students.
2. Identify their
learning disabilities.
3. Understand their
physical, mental and intellectual needs
4. Building
self-confidence in students, ,
5. Develop their
skills by overcoming their shortcomings to provide an opportunity.
6. All round
development of students
3.3.3 Individual Learning Program Plow Does
Works
1, Students meet with
trenchers for one hour a week which provides assignments for the whole week.
2. All week students
work independently on their assignments,
3. ‘Teachers provide
tutoring sessions to students. They work to gether,
4. Students are
provided with a learning center where they can work independently, get help and
use computer internet. Thus it can be said that the individual learning program
serves a small group of children who want to benefit from special education and
want to study independently. These learning programs are organized keeping in
view the individual needs of the children.
EXERCISE
1. What is meant by
peer tutoring? How it works?
2. Explain the meaning
and types of peer-tutoring teaching methods.
3. Introduce a
critical study of peer-tutoring.
4. What is a
team-learning method? Explain its principles.
5. Critically study
the merits and demerits of team-learning teaching methods.
6. What are individual
learning programs? Why are these needed?
7. Describe the nature
of individual learning programs and how they work.
8. Write a brief note
on the following:
(i) Peer Tutoring
(ii) Team-learning
Method
(iii) Individualized
Leaming Programs.
